A Case Study of the Academic Success of Somali Refugee Students in a Two-Year Community College. A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Mustafa M. Ibrahim IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Dr. Deanne L. Magnusson, Advisor Dr. Gerald W. Fry, Advisor August 2015
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A Case Study of the Academic Success of Somali Refugee Students in a Two-Year Community College.
A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL
OF THE UNIVERSITY OF MINNESOTA
BY
Mustafa M. Ibrahim
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
DOCTOR OF PHILOSOPHY
Dr. Deanne L. Magnusson, Advisor Dr. Gerald W. Fry, Advisor
First and foremost, I would like to praise and thank Allah, the Almighty who granted countless blessing, knowledge, opportunity and patience to complete this work. Thanks for everyone who helped me in completing this work. I want to express my deepest appreciation to my advisors, Dr. Deanne Magnusson and Dr. Gerald Fry for their unwavering support throughout this endeavor. Your discussion, ideas and feedback have been extremely helpful and without your support and guidance, this work would not have been possible. You have been a continuous source of guidance and support during every stage of my dissertation. Your knowledge of Somali students and their socio-cultural life has been a major factor in my ability to complete this project. Your efforts and encouragements will never be forgotten. I would also like to express my gratitude to the members of my dissertation committee, Dr. Rosemarie Park and Dr. Robert Poch for accepting to be part of my dissertation committee, thank you for your availability and willing to help throughout my studies. I would like to express my sincere appreciation and gratitude to the staff of Minneapolis Community and Technical College for allowing me to conduct this research at their college and to the Somali students who allowed me to meet and discuss with them their academic success and challenges. I would especially like to thank Dr. Jim Lavine for supporting and providing his skills of editing and proof reading my dissertation. Thank you for providing a valuable insight, wisdom and expertise on the topic the dissertation. Finally, I would like to thank my extended family members; my parents, Maxamed Ibraahim Mumin and my mother CeeblaDeeqa Xaji-Muxumed for teaching me the value of education and being persistent during these years; my wife Raho Dahir and my children: Ifrax, Ibtisam, Cabdulbasit, Ixsaan, Cabdiraxmaan, Cabdiraxiim, Ikhlaas and Ibtihaaj for their consistent encouragement to complete this project ; my siblings, Saynab, Sawda, Sacdiya, Mukhtar and Cabdisamad for being a source of encouragement and support and I undoubtedly could not have done this work without you.
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Dedication
This dissertation is dedicated to my family and colleagues who supported me on this
endeavor.
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Abstract
This is a mixed-method, qualitative study of 36 Somali students to uncover
key factors affecting their academic success in a two-year community college in the
Twin Cities of Minnesota/St. Paul. The Twin Cities metropolitan area has become a
preferred location in the US for Somali diaspora to settle because of the rich social,
economic, and educational opportunities offered.
A purposive sample of 18 current and 18 drop-outs male and female students
were selected from a population of 234 Somali students who attended one of the
largest and well-known community and technical colleges in the Twin Cities area.
All 234 students participated in a screening questionnaire consisting of questions
about socio-cultural conditions. Thirty-six students in the purposive sample were
selected based on their responses to the screening questionnaire, were asked to
participate in a semi-structured focus group interview and an individual interview.
Three major themes emerged from the data related to cultural identity and
sense of place, language use, and motivation. Somali students who were most
successful academically had acculturated additively keeping their “Somaliness” while
at the same time actively adopting American cultural values, skills, and practices. In
addition, the most successful students valued persistent, committed educational
progress whether their goals were modest or ambitious. Most who succeeded also
had the most substantial and consistent family support, university financial, social
integration, and years of English language exposure.
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Abstract in Somali (Gundhig)
Cilmi-baadhidan hababka kala duwan lagu soo dhiraandhiriyay oo 36 arday oo
Soomaali ah lala yeeshay, ayaa looga gol lahaa in lagu ogaado arimaha saamaynta ku
leh guulaysashada ardada ee waxbarshada labada sano ee mid ka mid ah macaahida
ay ardada Soomaalidu dhigtaan midka ugu badan ee ku yaala labada magaalo ee
mataanaha ah ee Minneapolis-Saint Paul, ee gobalka Minnesota. Machadkaas oo ah:
Minneapolis Technical and Community College (MCTC).
acculturation by immigrant students who accept past and present cultures will have more
persistence as distinguished from students who replace the old with the new culture
Empirical evidence shows that there are two types of acculturation additive and
subtractive. Additive acculturation is believed to be the stronger type where both the
immigrant culture and US culture are kept alive in the student’s support structure,
including family, school, and community friends and peers. It is believed by researchers
that this form of acculturation is stronger than single culture acculturation.
Length of stay in US (Ruiz-de-Valasco & Fix, 2000). Students who have been in
the US longer will have greater persistence Empirical evidence shows that perhaps the
simplest measure of academic success may come down to measuring the length of time
that the immigrant family has been in the US prior to the student entering community
college. The longer the stay, the more time is allowed for language to be learned and
other parts of acculturation to take place.
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Early entry into US education system (Ruiz-de-Valasco & Fix, 2000). Students
who have entered the US education system earlier will have greater persistence Empirical
evidence shows that the length of time in the American school system has a major effect
on how well students achieve academic success. Immigrants entering elementary school
will receive nearly the same education as native-born students. Immigrants entering
middle school or high school have a shorter and more difficult time to make adjustments
to American culture.
Greater fluency in English (Ruiz-de-Valasco & Fix, 2000; Suarez-Orozco &
Suarez-Orozco, Suarez-Orozco, & Todorova, 2008). Students with greater fluency in
English will have greater persistence) Empirical evidence shows that the most powerful
factor in determining the academic success of immigrant children or the children of
immigrant families in community college is their fluency in speaking and writing
English. Fluency will open many doors in education, as well as employment, enabling
students to meet many challenges with utmost efficiency.
Trauma of refugee camps (Loughry, M., MacMulin, C., Ager, A. Eyber, C. &
Brownlees, L., 2003). Students who have undergone the traumas of refugee camps
before entering the US will have weaker persistence. Empirical evidence shows that
some refugees have suffered terrible trauma before immigrating to the US. These may be
experiences that will take many years to recover from, if ever. For some, these
experiences will strengthen their resolve to have academic success; but for others it may
weaken it. It is not clear if the impact will be common to all who have been affected, or
whether it will vary with the individual. The table below demonstrates academic success
measures with three different lenses: Academic success, outcomes and factors.
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Table 1 Academic Success Measures
Academic Success Outcome Factors 1) Capability of analysis, synthesis, and evaluation of information. 2) Capability of communicating effectively in speech and writing. 3) Capability of working with others 4) Capability of completing projects 5) Awareness of the importance of community participation 6) Connection to community, family and peers
1) Self-awareness: Identifying needs, values and spirituality. 2) Social cognizance: appreciation diversity and respect others. 3) Responsible decision making 4) Competent self-management: Self motivation and discipline 5) Competent relationship management: Communication, negotiation and conflict management 6) Greater likelihood of being employed. 7) Greater Likelihood of earning higher salary. 8) Greater likelihood of having better health and having health insurance. 9) Greater likelihood of having self-esteem. 10) Less likelihood of engaging in substance abuse
1) Individual background 2) Family background and strength 3) Social integration 4) Social climate of the college: Welcoming environment 5) Higher quality institutions 6) Extent of community network 7) Immigrant stay in the USA 8) Early entry into school system 9) Fluency in English 10) Refugee experience
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Summary
Somali refugees are relatively recent arrivals to the United States, arriving en
mass over the past 20 years beginning in 1991. Many were fleeing for their lives as a
result of political, military, and economic upheaval in Somalia. As a group, Somalis have
a unique cultural, spiritual, and family background that contributes to their educational
success. This chapter explores the makeup of Somali students and their educational
background; the historic backgrounds of the Somali emigration to the US and the
theoretical background of studies conducted on the success of other immigrant groups
becoming socialized and acculturated into American culture, as well as educated in the
primary, secondary, and community colleges of the US. Somalis have an ancient culture
that extends backwards for more than a thousand years. Somalis continue to practice the
Islamic religion and culture of their forbears.
Tinto’s student integration model (1975) is described in detail as part of the
theoretical background of this study as well as segmented assimilation theory by Portes
and Zhou (1993), and the selective acculturation theory by Portes and Rumbaut (1994)
which describe academic performance related to the strength of the connection between
students, the institution, the community, parents, and peers as the key factors in
determining student success. Other factors such as individual student capability and
capacity are also considered.
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Chapter III
Methodology and Methods
Overview
In this chapter, the researcher describes the mixed research design approach taken
in this study, the associated research methodology, the methods of data collection, the
population and sample selection procedure, the survey research instrument, the interviews
and observations, and the analysis used to report the study’s findings.
Mixed Method Research Design
Mixed-method research design is the strategy used in this study, incorporating
both quantitative and qualitative research approaches. This approach enables a relatively
restriction-free exploration of a topic that has received very little research attention. It
assumes that the educational success of second-generation Somali students in the
community college context may be influenced by: a) social interaction between students,
extended family, peers, mentors, community residents, and community college faculty
and staff; b) other, more difficult to quantify, intangible, cultural, and antecedent factors
that extend both forward and backward in time, location, and tradition such as historic
language traditions, tribal ways, religious norms, family immigration experiences and
prejudices; and c) individual differences in academic capabilities, interests, and values.
Within the overall mixed-method approach, the researcher weights the qualitative
research design approach more heavily than the quantitative approach. The quantitative
approach is to analyze demographic information and the qualitative approach is to reveal
as much as possible about academic success from the student’s perspective. Data
gathered by these different approaches were integrated and combined with the theoretical
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framework described in chapter two to shed light on the research questions posed in
chapter one (Creswell, 2009).
Quantitative research. The researcher proceeds sequentially in the data
collection process, first using the quantitative approach. The researcher uses a survey
questionnaire instrument to collect demographic data from a group of generation-
stratified, purposefully sampled Somali subjects that will also be a part of the researcher’s
qualitative study.
Qualitative research. After the quantitative survey was completed, the
researcher implemented the qualitative research by taking a social constructivist
philosophical viewpoint (Creswell, 2009; Crotty, 1998; Lincoln and Guba, 2000;
Neuman, 2000; Schwandt, 2007). The social constructivist approach is, at base,
inductive and, therefore, depends upon the research subject’s view of the situation being
studied by the researcher. To uncover this view, broad, general, and open-ended
questioning was employed by the researcher to avoid introducing researcher bias. In
addition closed-end follow-up questions about narrower topics were used to reveal the
many influences, aspects, and nuances of behavioral choices. Underlying this approach
is a belief that the subject has constructed social meanings, formed opinions, engaged in
the world, and taken action based upon extensive interaction with others in addition to
historical, social, and cultural norms that influence the subject’s life (Crotty, 1998).
Here the researcher asks questions based upon both the predetermined theoretical
framework principally based on the theories of Tinto (1975), Portes and Zhou (1993)
Portes and Rumbaut (2001) and Gibson (1998). Consistent with these frameworks, the
researcher organized the qualitative research as a series of case studies whose outcomes
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can be compared with one another (Stake, 1995). Finally, the researcher integrates both
quantitative and qualitative approaches as a mixed method strategy. (Creswell, 2009).
The mixed-method strategy include triangulated, multiple sources of data. Statistical as
well as verbal analysis of responses was also used. . Focus group interviews were
conducted as well as individual one-on-one interviews. The researcher is a participant
observer in these interviews, and recorded results in field notes and self-memos, and
made digital audio recordings. An overall analysis integrated and triangulated all
qualitative and quantitative analysis techniques.
The case study method. By using a qualitative case study method, the researcher
identifies the factors influencing the academic success of Somali students in a two-year
community college in the Twin Cities in Minnesota. As Merriam (2001) indicates,
qualitative research is “an umbrella concept covering several forms of inquiry that help
us understand and explain the meaning of social phenomena in its natural setting” (p.17),
and, yet, the researcher still needed to describe the subject under study using quantitative
methods, where possible, to give the research a broader value. The researcher chose to
emphasize the qualitative methodology because reality is complex, constructive, and
subjective, and research is an interpretative process. In addition, very little about the
Somali experience has been researched. Qualitative inquiry is a systematic process of
describing, analyzing, and interpreting workings of everyday life in its natural setting
(Wolcott, 1994; Lincoln & Guba, 1985; Stake, 1988). Insights discovered here depend
on holistic, meaningful, personal, social, and idiosyncratic knowledge that is inaccessible
by any other means (Yin, 2014; Merriam, 1988).
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A case study is the preferred method for this research and is defined as a detailed
examination of one setting, a single subject, a single depository of documents, or one
particular event (Merriam, 1988).
Yin (2014) also defined the case study as a twofold definition, the first part is that
"A case study investigates a contemporary phenomenon (the case) in its real-
world context, especially when the boundaries between phenomenon and context may not
be clearly evident. The second part of the definition points to case study design and data
collection features”. (p. 2).
The main instruments used in this case study research were questionnaires, focus
groups, and in-depth interviews. This study collects valuable, first-hand information
from Somali students as they experience higher education. In case study research, the
researcher should be knowledgeable about the case under study, sensitive to new and
unanticipated issues in data collection, ask good questions, be a good listener, and be
adaptive and flexible (Yin, 2014).
Many researchers who utilize the case study approach (Berg, 1995; Creswell,
2007; Merriam, 1988, 2009; Stake, 2005) state that case studies can provide very useful
information and detailed descriptions about the case under study. On the other hand, Yin
(2014) listed several criticisms of the case study method. Among them is Yin’s view that
case studies often lack scientific rigor, have little basis for scientific generalization, and
require a lengthy investment of time and documentation on the part of the researcher.
In general, the disadvantage of qualitative methods of research, including the case
study. is that the very subjectivity and interpersonal exchanges of the inquiry can lead to
difficulty in establishing the reliability and validity of the information. It is difficult to
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prevent researcher-induced bias. Detailed data gathered through open-ended questions
can elicit direct quotations. The interviewer is an integral part of the investigation.
Reality changes with changes in different people’s perceptions.
Sample
The sampling section includes the site of the study, the participants, and the
sampling method.
Data collection site. The researcher collected data at the Minneapolis
Community and Technical College (MCTC), which is a two-year community college in
Minneapolis, Minnesota. This particular community college has been selected because it
has the largest Somali student population of any higher education institution in Minnesota
and, therefore, offers the largest sample size that can be accessed in Minnesota, and
probably any state in the US. In addition, the college has a Somali guidance counselor
and a mosque to accommodate students’ spiritual and cultural needs. In the larger
geographic sense, the Twin Cities of Minneapolis and St. Paul has been selected for this
study because a large number of Somalis live within the metropolitan area and, again, the
largest number of Somalis in any metropolitan area within the US.
Sampling and Selection of Participants
The entire class of approximately more than 234 prospective Somali students
attending MCTC as well as an unknown number of Somali students who had formally
dropped out or transferred out to other schools has been identified. Upon completion of a
pretest to confirm the validity of the questions that would be asked in relation to their
relevance in answering the study’s research questions, a research recruitment email was
sent to all students on the list together with an announcement and an invitation to
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participate in the research study. The sessions held on campus on several dates and at
times calculated to attract as many students as possible. The invitations were
supplemented with announcements and fliers posted on campus containing the dates,
times, and locations. The invitation to participate in the study stated participants answers
to the questionnaire might help future Somali students succeed in their college
experience. There were 14 questions in the survey questionnaire that took approximately
30 minutes to complete. At the time of each on-campus event, students were invited into
the on-campus classroom, asked to register with their name and contact information,
handed a questionnaire and a pen, and asked to complete it to the best of their ability.
The questionnaire contained questions about standard demographic identity,
immigration status, educational history, and a request to opt-in or opt-out of further
studies by the researcher, including a focus group and a one-on-one interview. After
completing the questionnaire, students were asked to hand in the survey instrument to the
host. The responses on the questionnaires were tallied, analyzed with quantitative tools,
and interpreted by the researcher.
Next, the researcher proceeded with the qualitative research process. Based on
the data, the researcher turned to the list of students who opted-in to participate in further
research.
The reason for gender parsing is the researcher’s belief that the strength of
traditional Somali culture may strongly bias responses by both males and females when
they are asked to respond in formal, mixed male and female public groups, unless they
are separated by gender. More specifically, the researcher believes that females may
defer to males instead of responding independently and candidly. The reason for
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selecting students who qualify for second-year status was to allow for students to have
enough college experience to enable more seasoned choices about remaining or dropping
out of school. The reason for selecting permanent dropouts or part-time students was to
define the limits of successful student performance. The success and failure are relative
terms, and the dimensions are not really known until the limits of both are tested. The
belief was that many Somali students would be found to be stretching those limits as part-
time students for economic reasons, as distinguished from motivational or other reasons.
The question was important to address as it directly related to one of the key issues in
student retention in this study.
Focus group participants were asked six open ended questions, which they were
expected to answer verbally as a group and interacting with the researcher. The sessions
lasted approximately one hour. The students’ answers were recorded on digital audiotape
for further analysis. Following the focus group interviews, the researcher recorded his
impressions of what occurred in field notes and self-memos.
Some advantages of using focus groups are that participants naturally interact and
are influenced by one another; data in focus groups is given up more quickly than by
individual interviews; focus groups are relatively easy to conduct; the researcher can
interact directly with the respondents, allowing for clarification, follow-up questions, and
probing; and the results are easy to understand. Some disadvantages of focus groups are
that the researcher does not have complete control over the group and the information
produced; focus groups may produce relatively chaotic data; the moderator may bias
results by providing cues; and a dominant or opinionated member may squelch responses
by more reserved members who are hesitant to talk.
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After the focus groups were completed, the researcher compiled and analyzed the
participants’ responses. Following this analysis, the researcher scheduled and conducted
one-on-one interviews with six students on campus at times convenient for the students
and the researcher. The interview included a set of six questions and follow-up
questions. Responses were audio taped for future analysis. After completing the
interviews, the data was compiled and analyzed.
Background of the study population and sample. Two populations of Somali
students were selected to participate in this research study: 1) a population of 234 Somali
students currently enrolled at MCTC; and 2) a population of 18 formerly enrolled Somali
students who did not complete their studies at MCTC and were still residing in the
Minneapolis/St. Paul area, who are described as dropouts in this study.
Both populations were invited to participate in the study and to first complete a
written survey questionnaire. From the survey results, two samples were drawn from
both populations: 1) a sample of 18 currently enrolled MCTC students, nine men and
nine women; and 2) a sample of 18 drop out MCTC students, nine men and nine women.
The sample included a total of 36 participants, 18 men and 18 women.
From this sample of men and women, two groups were formed: One group
contained 24 men and women to participate in focus group interviews (12 represented
currently enrolled MCTC students and 12 represented MCTC dropouts); and the second
contained 12 men and women to participate in individual interviews ( six represented
currently enrolled MCTC students and six represented MCTC dropouts).
From each of these two groups of participants, four focus groups were formed:
Six men of currently enrolled MCTC students; six women of currently enrolled MCTC
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students; six men who were dropouts; and six women who were dropouts. Twelve
individual interviews were conducted: These included three men of currently enrolled
MCTC students and three men who were drop outs; three women of currently enrolled
MCTC students; three men who were dropouts; and three women who were dropouts.
Sample selection procedure. Eighteen participants were selected from a larger
group of over 234 currently enrolled Somali students at MCTC who were contacted by
the researcher and invited to participate in a written questionnaire survey of Somali
students. All 234 students were contacted in person one-by-one by the researcher, mostly
during a two week period at a table and six chair setup in a third floor lobby of the
MCTC student center and asked to complete the questionnaire shown in Appendix A.
Others not contacted there were met at the MCTC Mosque, learning center, computer lab,
classrooms and cafeteria. One of the questions in the questionnaire requested volunteers
to participate in a related follow-up study.
From the list of 234 students who volunteered, 18 currently enrolled students
were purposely selected. Six males and six females were selected to participate in two
separate gender focus groups led by the researcher; and three males and three females
were selected to participate in individual interviews with the researcher.
Dropouts were selected using a different procedure where MCTC contacts of
Somali students were asked to help locate former students who are known to have
voluntarily dropped out of MCTC and still lived in the Minneapolis/St. Paul vicinity. Of
a group of 24 dropouts who were contacted, six males and six females were selected to
participate in two separate gender focus groups led by the researcher; and three males and
three females were selected to participate in individual interviews with the researcher.
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The final 36 case study participants were first selected from those who indicated
on consent forms that they would be ready with participating in a follow-up interview,
then invited and scheduled to participate in four one-hour focus group encounters and 12
individual interviews.
Data collection methods. As described previously, data were obtained by a
survey questionnaire, focus groups, and interviews. Focus groups were conducted in
both English and Somali. Interviews were conducted in Somali, and later translated and
transcribed into English. Data was recorded in the form of narrative descriptions
immediately after each questionnaire period, focus group, and interview. These various
data sources were compared in validating and triangulating the claims made from the data
in line with recommendations made by researchers who administer mixed-method and
qualitative studies (Stake, 1995).
The first stage of data collection involved a demographic survey of all Somalis
students at MCTC to obtain their opinions and perceptions related to factors influencing
their academic success. The researcher shared the results of the written survey with his
academic advisors, asked for feedback, and conducted a pretest with 10 students to
discover any problems with the questionnaire as a whole. A final questionnaire was
distributed to all Somali students at MCTC, including part-time students and those who
had dropped out. The questionnaire contained 14 questions and included inquiries
standard demographic items age, gender, parent information, immigration status,
educational history, and a statement to opt-in or opt-out of further studies conducted by
the researcher, including a focus group and one-on-one interview.
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The second stage of data collection was gathering information from four focus
group interviews with 12 male and 12 female students to discuss factors affecting the
academic success of Somali students at MCTC. Focus group interview data is
particularly helpful in culturally diverse situations (Krueger & Casey, 2009). The focus
group method is comprised of semi-structured interviews conducted with groups for
getting closer to participants' understanding of the topic of interest (Lindsay & Hubley,
2006). These interviews were conducted on the MCTC campus at various times
convenient for students. Oral interviews were digitally recorded for analysis later.
Students were asked to sign a form giving permission for the interview, as well as a
release form allowing the researcher to record the interview, complete the research, and
publish general findings that do not identify any interviewee by name.
Stake (1995) described the interview as the main tool of the qualitative analysis
researcher in “discovering and portraying the multiple views of the case” (p. 64). The
researcher uses an in-depth, semi-structured interview format (Mertens, 1998).
Following the focus group interviews, the researcher scheduled and conducted one-on-
one interviews with 12 students. The researcher posed a mixture of open-ended and
closed-ended questions about their life history, details of their educational experience,
and factors they believe affect their academic success. A limited time per interview was
the only restriction on responses. Before beginning the interview, each student was asked
to give written consent to be interviewed and recorded. After the interview, the
researcher personally documented key ideas from the discussion as well as impressions
gained from the interview in his field notes and self-memos.
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Focus Group Procedure
Four six-person focus groups met as a group with the researcher to discuss their
backgrounds and educational experiences at MCTC. Two of the four groups consisted of
currently enrolled MCTC students, and the remaining two groups consisted of formerly
enrolled MCTC students.
All of the focus group participants met the researcher at MCTC. Female focus
group interviews were conducted near the third floor lobby table-and-chair setup in a
public area. Male focus group interviews were conducted in a private room near the third
floor lobby table-and chair-setup. All participants sat facing each other in a circle.
When each group assembled, the researcher switched on the digital tape recorder,
introduced himself, reiterated the purpose of the focus group, described what a focus
group does and how focus group meetings are conducted, asked each person to introduce
themselves briefly, then he presented the first of six questions. After posing the question,
the researcher asked each person to respond as best they could. Once all six participants
had responded, the next question was posed to the group. Again, each person was asked
to respond as best they could. The same process occurred until all questions had been
posed. The entire process took approximately one hour. Conversations were held in the
Somali language.
The female dropout focus groups were the most challenging to arrange as most
were working, some lived far from MCTC, and others had conflicts with their family
obligations.
Once the participants were assembled, the procedure was explained, the consent
forms were signed, and the interviews proceeded. Most of the female dropout
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participants expressed disappointment for not completing their studies. Some blamed
their families in Africa or marriage for making it impossible for them to continue. All
showed a willingness to go back to college. There was very little interaction or group
discussion during the interviews. Most had never met each other before despite attending
the same school during the same timeframe. Most kept their responses to a minimum and
did not elaborate about the context of their decisions despite being encouraged.
Male dropout focus groups were easier to setup and hold the interviews. Most
took place at the airport where many worked as taxicab drivers. The focus group
interviews were held in the taxis. There was much more interaction with the males than
the females during the interviews. Most of the interviewees said that family issues were
the primary reason for dropping out. All said they intend to go back to college to
complete their studies.
After completing each interview both individual and focus group, the researcher
transcribed them as soon as possible from Somali to English.
Focus group interviews. The researcher purposefully selected 24 individuals to
be interviewed in a semi-structured interview format. Twelve of the interviewees were
currently enrolled at MCTC and 12 of the interviewees were MCTC dropouts. Twelve of
the individuals were males and 12 were females. The entire group was broken down into
four 6-person subgroups for ease of conducting the focus group interviews and to
maintain a research balance between currently enrolled students, dropouts, males, and
females. Each of the 24 focus group participants was given a code name to protect their
identity and ensure their privacy.
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Interview participants. Dropout students were located through friends as well as
MCTC records. Contact was then made, permissions were secured, and arrangements
were made to meet for interviews. Female students were met at the researcher’s home or
coffee shops. All of the male students were met at the airport and were interviewed in
their taxicabs. When each individual interview participant showed up, the researcher
switched on the digital tape recorder, introduced himself formally, reiterated the purpose
of the meeting, asked each person to introduce themselves briefly, then proceeded to
present the questions and record the answers. After posing a question, the researcher
asked each person to respond to the best of their ability. The same procedure was
followed until all questions had been covered. The entire process took approximately one
hour. The conversations were held in the Somali language. Some informal discussions
occurred at times when comments and questions were offered, and responses and
clarifications given. The atmosphere was informal and friendly.
Data analysis procedure. For the quantitative analysis, the researcher employed
simple descriptive statistics that included measures of central tendency mean, median,
and mode and measures of variability about the mean range and standard deviation. The
data was recorded on the 14-question survey questionnaire, entered and compiled in a
personal computer, analyzed using an SPSS statistical package or its equivalent, and
interpreted by the researcher.
For the qualitative analysis, the researcher conducted an analysis of the data using
a process called qualitative induction. This means that concepts and themes are expected
to emerge from an examination of concrete details of the participants’ opinions and
perceptions. Stake (1995, p. 71) described case study data analysis as “a matter of giving
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meaning to first impressions as well as to final compilations.” In the case study analysis,
there are two ways to analyze the data: 1) through direct interpretation of an individual
response described by a participant; and 2) through categorical aggregation of several
responses from a number of participants than may be fairly called a group response
(Stake, 1995). Both procedures were followed in this study. The process of data analysis
was the following form:
1. Data from the transcripts of the interviews, the focus groups, and the
questionnaires were organized by when and how it was collected;
2. The final stage of analysis concentrated on the development of themes that
emerged from the research.
After all the interviews were completed, the data analysis began with a review of
the transcriptions, audio recordings and my self-memos. The researcher identified
preliminary relationships related to the different interviews. In doing this, the researcher
reviewed the research responses that were generated during the participants’ semi-
structured focus group interviews and interactive one-on-one interviews as well as the
interpretations in written English documentation that emerged after the translation was
made from Somali.
After this, the researcher reviewed the audio recorded elements and characteristics
of the interpretations by translating the field notes and self-memos into categories. For
example, the educational experiences, the cultural beliefs, and in-depth descriptions of
experiences that distinguished one individual from another were put into categories.
Following that, categories were assessed for similarities and differences. For instance,
students that have spent similar lengths of time in US school systems were grouped in
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one category; students with gender similarities in another; and students who were part
time were categorized in different groupings than full-time students.
The major categories and additional subcategories are coded with numbers. The
researcher compared the observations and the categorizing systems to verify the accuracy
of the categories and the position of observations in the categories. When coding
continued, the numbers of categories were collapsed and integrated to create fewer and
more generalized categories. Through comparative analysis, the core variables for the
analysis emerged. The comparison continued until the similarities and differences
became apparent and new relationships and categories were created. The categorization
process was concluded when sets of categories were constructed thoroughly. The
researcher completed the categorization process many times until small patterns began to
match other similar patterns. At that point, major themes emerged that addressed the
research questions and, therefore, became complete sets. When the data were completely
organized, the researcher started writing about, describing, and explaining the major
themes.
Validity and reliability of the study. Eisner (1991) asserts that the primary
value of qualitative studies is helping others to understand situations that are ambiguous.
That is a different purpose from quantitative studies whose principal primary value is
establishing fact or explaining what is really going on (Stenbacka, 2001). Reliability is,
therefore not relevant in relevant in qualitative design given these different purposes
(Stenbacka, 2001). Trustworthiness may be a more accurate criterion to use as a
substitute than reliability (Lincoln & Guba, 1985). If trustworthiness is a key issue in
qualitative research, as many qualitative researchers believe it is, it means that qualitative
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research needs to be based on using acceptable research procedures for making
observations (Maxwell, 1996). Unfortunately, research procedures are a subjective art
and are difficult to quantify. The nature of the information to be discovered by this
researcher called for understanding each individual’s unique qualities and character that
were revealed only in extended personal dialogue in the physical presence of the student.
It is important for the researcher to record impressions of eye contact, eye gaze, and the
comfort of sharing information, that is how willingly responses were offered.
Relating findings to established theory is also important in qualitative and mixed-
method research. The constant comparative analysis approach (Glasser, 1965) was
employed as a technique to see if the same findings emerge in the observations as they
are expected to in theory. If they match, this may be a strong indication of
trustworthiness. An effort was made to relate the study findings to major theories about
student retention, socialization, assimilation, and acculturation.
Lincoln and Guba (1985) suggest the use of “inquiry audit” as an even better term
to describe both the process and product (Hoepfl, 1997). In addition, since there is no
reliability without validity, establishing validity is really the most important objective.
Although many researchers have claimed that validity is also not relevant in qualitative
research design (Golafshani, 2003) and by extension, mixed research design efforts that
are weighted toward qualitative design, such as this one; the concept of triangulation in
method and data triangulation has resonated with other researchers who believe that the
key intent of qualitative research is to seek deeper insights than just the superficial
(Johnson, 1995). The constructivist viewpoint, described earlier, especially embraces this
view (Golafshani, 2003). Constructivists’ view of social truth is that it is constantly
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changing and possesses multiple and diverse realities that are best captured by multiple
methods of collecting data. Under this paradigm, data triangulation is the most
reasonable strategy, including having subjects participates with the researcher in the
search to discover truth. Data triangulation implies that there are many methods of truth-
seeking data collection and data analysis to test the validity and reliability of research
(Golafshani, 2003).
The first test of validity of this study is whether the interview questions created
addressed and answered the research questions. The researcher set pretest questions that
were used on a small group of subjects not included in the study to determine their
validity.
Second, using the constructionists’ viewpoint and triangulation, the following
procedure was followed: after completing each focus group and individual interview, the
participant(s) were asked to confirm answers and elaborate or clarify responses where
additional information was thought to be useful for the research. Additionally, the
researcher triangulated what information was gathered by comparing it to the other data
collected in the different formats the questionnaire, the focus groups, the audio
recordings, and the researcher’s participant observation field notes and self-memos.
Finally, the researcher compared and contrasted findings with other research findings.
Third, the validity of the questions put to participants depended upon the extent to
which the researcher utilized the interviewees’ experiences apart from their theoretical
knowledge of the theme (Kvale, 1996). In this regard, the researcher was supportive, but
non-judgmental in receiving participants’ responses so as not to distort the responses in
any way. The researcher documented the response accurately. When there may have
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been doubts about the interpretation of the response, the researcher asked for clarification
in a manner that did not reveal what responses might be expected by theory.
Fourth, the researcher paid close attention to the fact that recordings revealed the
context of the interactive questions and answers that were exchanged between the
researcher and the subjects, a context that was important to acknowledge when describing
responses.
With respect to the entire process, Kvale (1996) notes that, “Validation becomes
investigation: a continual checking, questioning, and theoretical interpretation of the
findings.”(p.289). Continuous validation of procedure in this manner was followed
throughout the entire study. Reliability of the data was achieved through the sample
selection process, methodological consistency, taking meticulous care in limiting
conclusions drawn from the findings, and seeking and noting similar and contrasting
comparisons with other research findings.
Drawbacks to the validity and reliability of the research include the small number
of participants, open-ended questioning, and inadvertent research bias. The researcher is
well aware that, inevitably, there may have been a dominant member or members of the
focus groups that may have intimidated others in the group and prevented them from
responding with their true thoughts. For this reason, it is understood that group responses
were not the same as individual responses. Time limitations may have cut off valuable
insights. There are many Somali students in the Twin Cities metro area but this study
was limited to Minneapolis Community and Technical College because of the
researcher’s limited financial resources and personal responsibilities. Individual
responses may have been so unique that not much could have been concluded or
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generalized from them. It is also understood that the results of this study cannot be
generalized to other populations or groups. The moderator may bias the results by
knowingly or unknowingly providing cues about what types of responses are desirable
(Stewart & Shamdasani, 1990).
Summary
In this chapter, a sequential mixed methodology was used to collect data. The
research design inquiry was biased towards qualitative research. A 14-question survey
was administered to 234 current and former Somali students at the Minneapolis
Community and Technical College (MCTC) campus in Minneapolis, Minnesota. The
survey collected demographic information, screened study participants, and obtained
permission to conduct further study of a selected group of 24 students in focus groups,
and 12 students in individual interviews.
Descriptive statistics were run on the responses to discover background patterns
of the participants. Based on the findings, all focus group and individual participants
were purposefully selected, using preplanned criteria, to participate in a qualitative case
study research process.
In the first phase, 12 males and 12 females participated in separate focus group
sessions in which they were asked to respond open-ended, structured interview questions
in a one-hour focus group sessions. Following that, 12 students were interviewed
separately in a one-hour, structured interview process and asked eight open-ended follow-
up questions. All interviews were digitally recorded. The researcher also recorded field
notes and self-memos. Following the interviews and all the data collection, the
researcher embarked on a detailed analysis aimed at discovering themes and major
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findings. Together, the data formed a triangulation of information that enhanced its
validity and reliability.
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Chapter IV
Results
Overview
In this chapter, the background information for each of the 36 case study
participants is reported in terms of their responses to the research questionnaire.
Following that, participant responses to the research interviews are presented. Responses
have been organized as themes around these research questions: 1. What is the profile of
Somali students enrolled at Minneapolis Community and Technical College? 2. In what
ways did experiences outside of the US influence and contribute to Somali students’
attitudes about college success? 3. How do Somali students at MCTC view their college
success? And finally, 4. What are the most important institutional and personal factors
affecting the academic success of Somali students?
This chapter includes the screening questionnaire results, a narrative analysis of
36 individual case studies, and then an assessment of the findings using an analytical
pattern-matching technique termed explanation building (Yin, 2014). By understanding
the immigrant/refugee experience antecedents outside and inside the United States that
shaped Somali attitudes about academic success, the definition of academic success by
Somali students and others, and the most important factors affecting academic success,
the researcher may be able to provide insights into what backgrounds, contexts, and
factors best prepare Somali students for academic success. The narrative analysis is
divided into three themes: identity and sense of place, language use and other
acculturation indicators, and motivation. The researcher merged both individual
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interview responses and focus group interview responses in reporting results except
where otherwise indicated.
The first question of the research is: What is the profile of the Somali students
enrolled at MCTC? To answer it, the researcher contacted approximately 275 Somali
students at MCTC to participate the study, however 234 Somali students expressed an
interest in participating in the researcher’s dissertation research. Screening questions
were formulated and assembled into a 14-question survey instrument designed to
ascertain standard demographic information such as age, gender, parental information,
immigrant status, and educational history. The final questions were selected and
formatted so that the researcher could narrow the study to a purposeful sample population
of 36 participants (18 currently enrolled and 18 formerly enrolled at MCTC). The
objective of the screening was to achieve a “balanced” mix of subcategories so the
students could be organized into focus groups and designated for individual interviews.
The majority of the study participants were born and raised for a portion of their
childhood in Somalia. Most of them emigrated in their teens and twenties. Some
immigrated to the US when they were less than a year old and some emigrated when they
were mature adults as old as in their 50s. Somali or Arabic was the first language for
most. Some spoke Swahili. All but a few learned English after they arrived in the US.
Several migrated within the US to the Twin Cities of Minneapolis and St. Paul,
Minnesota, upon the recommendations of people in various Somali communities in other
cities. Word spread among Somalis that there were many low paying jobs that Somalis
could qualify for in the Twin Cities, and that the people of Minnesota were open minded,
accommodating, and generous.
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Following are the tabulated results of the survey divided into three information
categories: Demographic data in Tables 2 to 7; Educational levels in Tables 8 to 11; and
Financial information in Tables 12 to 15.
Table 2 Demographic data: Gender
____________________________ Category Frequency % ____________________________ Male 111 47.4 Female 123 52.6 ____________________________ Totals 234 100.0
Table 2 illustrates the gender category, with females slightly outnumbering males
in the sample. This shows a Somali gender adjustment in the US as a larger number of
males attend college in Somalia than females who tend to stay home.
Table 3 Demographic data: Religion
___________________________ Category Frequency % ____________________________ Muslim 225 96.2 Missing 9 3.8 ____________________________ Totals 234 100.0
Table 3 shows that most students who participated in the survey were of the
Muslim faith. Although some Somalis did not select other religious traditions, these
results closely reflect what is found in most groups of Somalis found anywhere.
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Table 4 Demographic data: Place of birth
___________________________ Category Frequency % ____________________________ Somalia 191 81.6 US 9 3.8 Other 32 13.6 Missing 2 0.8 ____________________________ Totals 234 100.0 Table 4 reveals that most of the survey participants were born in Somalia. Parents
of the other 13.6% of students may have come to the US before the central government
collapse in 1991, or they represent a second migration from the Arab Gulf countries and
other African countries.
Table 5 Demographic data: Home language
___________________________ Category Frequency % ____________________________ Somali 98 41.8 English 2 0.9 Somali/English 130 55.6 Other 4 1.7 ____________________________ Totals 234 100.0
The home language of the majority (55.6%) of the students was a mixture of
Somali and English as shown in Table 5. The Somali only response was also high
(41.8%). This distribution may also reveal the MCTC admissions criteria requiring
spoken English to be understood as a prerequisite for college entrance.
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Table 6 Demographic data: Immigration status
_____________________________________ Category Frequency % _____________________________________ US born 9 3.8 Naturalized citizen 138 58.9 Permanent resident 82 35.0 Temporary resident 5 2.1 _______________________________________ Totals 234 100.0
Table 6 reveals that most Somali students in the survey were naturalized citizens
(58.9%), meaning they met the nine basic criteria for becoming a US citizen, including
being admitted to the US as lawful permanent residents; having a physical presence in the
US for at least 2½ years; having continuous residence as a permanent resident alien for at
least five years; having the ability to read, write, and speak ordinary English; having a
basic understanding of US history and government; having good moral character and an
affinity for the principles of the US Constitution; and being at least 18 years of age at the
time of filing. Table 6 also reveals that many survey participants were on their way to
becoming naturalized citizens as permanent residents (35%). US-born participants were
a fraction of the total (3.8%). New arrivals made up an even smaller percentage (2.1%).
Table 7 Demographic data: Residence
__________________________________________ Category Frequency % __________________________________________ With parents 110 47.0 With relatives 19 8.1 With friends 14 6.0 Home rented 64 27.3 Private apartment rented 22 9.4 Missing 5 2.2 ________________________________________ Totals 234 100.0
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Table 7 shows that most of the survey participants lived with their parents (47%)
or relatives (8.1%). The remaining number lived mostly in rented homes and apartments
(36.7%) perhaps reflecting the older age and greater maturity of this particular group of
students. This high percentage of students living in rented homes and apartments also
may reveal a situation that would probably not exist in Somalia where extended family
and tribal ties play a more dominant role in supporting students in the family.
Table 8 Education data: Father’s education
_______________________________________________ Category Frequency % _______________________________________________ Never went to school 55 23.5 Completed all primary school 46 19.7 Completed all secondary school 60 25.6 Completed Associate’s degree 19 8.1 Completed Bachelor’s degree 20 8.5 Completed Master’s degree 12 5.2 Completed Doctorate degree 2 0.9 Don’t Know 20 8.5 _______________________________________________ Totals 234 100.0
Table 8 reveals that many of the fathers of Somali college students have had some
type of formal education from primary school to high school (45.3%), and a significant
number (22.7%) hold some form of college education. These statistics suggest that a
significant amount of parental support underlies the attendance of their children in
advanced education courses at MCTC
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Table 9 Education data: Mother’s education
_______________________________________________ Category Frequency % _______________________________________________ Never went to school 97 41.4 Completed all primary school 51 21.7 Completed all secondary school 52 23.3 Completed Associate’s degree 14 6.0 Completed Bachelor’s degree 5 2.1 Completed Master’s degree 1 0.4 Completed Doctorate degree 13 5.6 Don’t Know 1 0.4 _______________________________________________ Totals 234 100.0
Table 9 indicates that the majority of mothers of Somali college students have
participated in some type of formal education, most of which was primary (21.7%) or
secondary school (23%). This is a very high number compared with mothers typically
found in Somalia. Thus, this group of Somalia students is part of a very select group of
relatively educated Somali families that can be expected to do well at MCTC.
Table 10 Education data: Grade level begun in US
_____________________________________ Category Frequency % _____________________________________ Primary school 73 31.1 Junior high school 34 14.5 High school 71 30.3 College 56 23.9 ____________________________________ Totals 234 100.0
Table 10 shows that most Somali students in this sample (76.1%) began attending
school in the US after primary school, junior high school and high school. Nearly a
quarter of the entire sample began in college. This would generally suggest that Somalis
have had a significant amount of education formal or self-directed outside of the US in
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Somalia, or when they were refugees in other countries. This would be consistent with
the education records of many Somalis who attended Qu’ranic schools in addition to or
instead of attending government-operated schools in times of government disruption.
Table 11 Education data: Major in MCTC
_______________________________________________ Category Frequency % _______________________________________________ Business 35 15.0 Information/Communication 6 2.6 Justice System 9 3.8 Liberal Arts/General Education 54 23.0 Nursing, Counseling and Healthcare 35 35.9 Math and Science 25 10.7 Public Service 9 3.8 Service Industry 4 1.7 Missing 8 3.5_______________________________________________ Totals 234 100.0
Table 11 reveals that although there is a wide scattering of college majors, a large
number of these students (35.9%) has selected healthcare and math and science (10.7%),
which may be a strong foundation for healthcare as a major. This concentration of
interests may be unusually high. The remaining double-digit college major selections
were for liberal arts (20.9%), and business (15%).
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Table 12 Financial data: Financial aid
______________________________________ Category Frequency % ______________________________________ Loan 9 3.8 Grant 182 77.8 Scholarship 21 9.0 Work Study 4 1.7 Parent Support 6 2.6 Other relative 12 5.1 _________________________________ Totals 234 100.0
Not unexpectedly, Table 12 shows the importance of financial aid as the majority
of students have grants (77.8%), scholarships (9%) work-study (1.7%), or other relatives
(5.1%) to attend MCTC. Very few students are relying on their parents (2.6%).
Table 13 Financial data: Currently employed
___________________________ Category Frequency % ____________________________ Yes 127 54.3 No 106 45.3 Missing 1 0.4 ____________________________ Totals 234 100.0
In addition to a large amount of financial aid being provided, more than 50% of
students also have jobs (54.3%) to support themselves while pursuing their education.
Studies show that some work can enhance student success outcomes (Furr & Elling,
2000; Van de Water 1996; Pascarella, Bohr, Nora, Desler, & Zusman, 1994; Astin, 1993;
Stern & Nakata, 1991), but in general excessive work greater than 20 hours per week
may be distracting to successful college outcomes (Furr & Elling, 2000; Perkins, Pitter,
The dropout students answered quite differently. Only one out of 18 former
students (6%) remarked that academic success meant not dropping out. On the other
hand, all 18 dropouts expressed a strong interest in returning to school.
The close agreement on either side of the question by both currently enrolled
students as well as formerly enrolled student dropouts indicated that this might be a very
important issue among Somali students regardless of what side of the issue they favor.
There were minor differences between responses given by male students as compared
with those of female students, and between focus group responses as compared with
personal interview responses.
Finally, to address the research question of what are the most important factors
affecting the academic success of Somali students, the researcher asked open-ended
follow-up focus group and interview questions, supplemented by responses to the initial
survey instrument used to screen participants.
Finding #3 — Family and peer group support and social networking was
important for some and not important for others in achieving academic success. A
clear majority or 11 of 18 (61%) currently enrolled students thought family and peer
support were very important to their accomplishments and success; whereas, two-thirds
(67%) of the male dropout students thought that it wasn’t important. Since dropouts,
almost by definition, have had limited academic success, this response was not
surprising. The differences were even greater between currently enrolled females and
currently enrolled males, as 7 of 9 (78%) females thought family and peer support were
critical. Focus group males and females were evenly divided. Focus groups contained an
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equal number of currently enrolled and formerly enrolled students, as well as an equal
number of males and females.
Family and peer group support were described in the focus groups and individual
interviews as helpful in a variety of ways to students: As family financial support and
encouragement, spiritual support in repeated daily mosque attendance at MCTC, advice
as a substitute or supplement to student advisors and teachers, as inspiration in seeing
other Somalis working hard and dedicated to their studies, and as social support dealing
with challenging personal issues in a multicultural and multiracial setting. It may also
mean what Kim (1995) described about family playing an important role in providing
support in the early years of higher education.
Finding #4 — Somali students who practiced socialization, or additive
acculturation found more academic success than those who practiced
accommodative or subtractive acculturation, but at a price. Successful socialization,
and acculturation in general, and successful additive acculturation adopting both Somali
and American culture together by keeping both languages alive and continuing spiritual
and traditional cultural values in particular, was another factor that clearly divided
currently enrolled students from dropout students. Among currently enrolled students, 15
of 18 (83%) displayed especially significant additive acculturation successful learning
practice, adoption of English, participation in US schooling prior to entry into MCTC,
length of stay in the US, adoption of widely held American educational values, and
expression of clearly directed personal ambitions in line with predictions by Gibson
(1998). Currently enrolled males responded this way by a two-to-one margin (6 of 9 or
67%), and currently enrolled females responded this way by a three-to-one margin (9 of
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12 or 75%). Conversely, among dropouts, only 5 of eighteen (28%) displayed the same
evidence, with one of nine males (11%) and four of nine females (44%) being
acculturated. That may also be in line with Gibson’s ideas about subtractive
acculturation (1998), Portes and Zhou’s segmented assimilation theory, or Portes and
Rumbauat’s selective acculturation theory (1994).
Finding #5 — Somali student participants in study demonstrated that those
who mastered English earliest and most effectively achieve greater academic
success. Conversely, the lowest academic achievers were those who encountered the
greatest language difficulties. Many have expressed that the culture of a society is most
clearly represented in its language; or put another way, if you want to learn the culture of
a society, learn its language. Of all the factors analyzed in this study, acquisition and
skill in the English language was the clearest and most distinctive factor in determining
academic success. There were a number of contributing elements making up this factor
in the study, including: where and when English was first learned, the length of time it
was practiced, the relative degree of fluency there was in the language, whether taking
English as a Second Language (ESL) classes was a necessary course as a condition of
entry into MCTC, and whether it was expressed as a challenge to the researcher.
Perhaps the reason why language is so instrumental to academic success is that it
also fosters acculturation, in general, and additive acculturation, in particular. If language
is the key to understanding culture, then accessibility to culture is what may enable
appreciation of that culture. Appreciation of the culture may also enable access to the
information flowing from the many media sources: books, newspapers, magazines,
movies, social media, television, as well as face-to-face communication; and access to all
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this media may, in turn, have made possible mastery of communication skills such as
speaking, listening, reading, writing, and socializing. That mastery of communication
skills, in turn, may have enabled students to connect the-dots about the many things going
on all around, which, in turn, may lead to commitment to the new culture and, ultimately,
academic success.
Whatever the pathways and precise mechanisms, the results were congruent with
the assertions of White and Lowenthal (2010) as well as Bizzel (1986). Among currently
enrolled students, 18 of 18 (100%) demonstrated the most English proficiency; among
dropout students, 18 of 18, or 100% expressed the greatest difficulties. Among this
group of study participants, English language played an important role in determining
academic success.
As an extension of access to English language proficiency, White and Lowenthal
(2010) describe one of the largest challenges to immigrant students when they assert that
students cannot and will not succeed in academia until they adopt, embrace, and excel at
the institution’s literacy skills what other researchers Bizzel, and White and Lowenthal
have termed its “codes of power”. These theoreticians, as well as others, (McBrien,
2005; Fennelly & Palasz, 2003) purport that if those who have different communication
styles don’t learn academic discourse as practiced in the academic institution they enroll
in, they have little chance of succeeding academically. Academic advisors, student
services personnel, and faculty members share the burden of clearly communicating this
reality to students and steering them onto a path with as many supplemental exercises as
needed to reinforce this message.
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These communication skills, what may be more accurately called academic
literacy, include reading, writing, listening, speaking, socializing, open questioning,
providing continuous feedback to students and instructors, responding to Socratic query,
employing wit and humor, exploring topics in debate, engagement in discussions, and
challenging meaning all should be encouraging the development of unique voices. Portes
(1999) confirm, in major extensive studies among students of 77 different nationalities
representing 27 cultural groups of immigrant parents in San Diego and Miami, that the
lowest academic achievers were those who encountered the greatest language difficulties.
Portes and Rumbaut (2001) as cited in McBrien (2005, p. 357) took this to a
different level by suggesting that mastering English itself by an immigrant represents
making a commitment to the US as well as a commitment to learning its culture and, by
extension, enabling greater academic success. In addition, they also believed, as did
Olsen (2000), that learning English was directly associated with achievement of academic
success, acculturation, and continued close connections with parents and peers from their
native country.
Surprisingly, Somali people, in general, have been able to achieve a higher level
of proficiency in English than all other immigrant groups in all measures of speaking,
writing, and reading as reported by Darboe (2003), Birman, Tricket, and Bacchus (2001),
and Waters, Ueda, and Marrow (2007).
Finding #6 — Somali student study participants who achieved the greatest
academic success set and reached for the highest goals, made the strongest
commitments, and exerted the most intensive and sustained effort. The presence of
clear expressions of goal orientation and commitment to academic success specificity of
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professional and personal ambitions, specificity of an educational pathway, specificity of
personal habits, and specificity of willpower to overcome obstacles were unmistakably
clear in the focus group and one-on-one interviews, and which resulted in a very clear
line of demarcation between currently enrolled and formerly enrolled students.
Confirming Tinto’s findings about goal setting (1993), currently enrolled students
expressed indicators of goals and commitment in 16 of 18 (89%) cases; whereas,
formerly enrolled students fell far short of expressing these indicators in just 7 of 18
(39%) cases. Currently enrolled female students showed slightly more evidence of
commitment and goal setting than their male counterparts; whereas, formerly enrolled
female students showed fewer goals and less commitment than their male counterparts.
A large number of dropouts shows ambivalence towards academic success in so
many ways despite vocalizing that they understood the connection between academic
achievement and fulfillment of personal ambitions such as economic security.
This finding may not be entirely due to the students’ inner motivating forces
alone. Kabir and Richards (1998) and other researchers (Taylor & Krohn, 2005, Kao &
Tienda, 1998; McBrien, 2005; Darboe, 2003) have pointed out that a strong relationships
may exist between student aspirations and the social support they received from family
and peers; this force may have been at work, but was invisible to the researcher in this
limited study.
Academic discipline and commitment may also play a key role in driving
community college success. Porchea, Allen, Robbins and Phelps (2010) demonstrates
this possibility in their study of how academic preparation, psychosocial, socio-
demographic, situational, and institutional factors influence enrollment and degree
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outcomes for community college students. They found especially strong support from
psychosocial research conducted by Tinto (1993) whose Theory of Postsecondary
Education Student Attrition included five factors that determined student decisions to
drop out of an institution of higher education: goals, commitment, institutional
experiences, integration, and high school outcome are all factors whose principal
component affects the will to succeed.
Although academic preparation is the factor most heavily depended upon, used by
many if not most college entrance officers, psychosocial factors such as goals also were
suspected by researchers to be quite important. Porchea, Allen, Robbins and Phelps
(2010) cite numerous researchers such as Robbins et al., (2006) which provided valuable
insights on motivation, social skills, and self-regulation skills; Sternberg (2006)
demonstratethe potential importance of a factor called successful intelligence; Kress
(2006) demonstrates a connection between success and effort; and Manning and
Bostonian (2006), as well as Sandiford and Jackson (2003), assert a close connection
between academic preparation and level of commitment.
In addition to these studies, Stineman, in a Tinto (1993) inspired study of nursing
students at community colleges, also confirm that having expectations of receiving high
marks for courses taken was statistically significantly related to actually receiving high
marks. Portes (1999, p. 501) echoed this finding by describing that it seemed
achievement motivation had “positive effects on achievement.” There are voices that
could not confirm these kinds of findings, however. Banks (2010), in her dissertation
study of Female Nontraditional Students in Higher Education, could find no evidence
confirming that strong motivation was a factor in persistence of the students she analyzed
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in her study, despite explicitly attempting to do so. Alitolppa-Niiamo (2004) also
cautioned that motivation is but one factor in a host of multiple, complex, and interacting
factors that may contribute to academic success of Somali refugee youth.
Another important component of motivation is self-efficacy, which, in this case,
refers to the students’ perception of their own capabilities. Zimmerman (2000) report
finding a close correlation between self-efficacy, motivation, and learning as expressed in
choices of activities, effort expended, persistence, and choice of majors. The more
capable a student judges himself or herself to be, the higher goals they select for
themselves as challenges; the higher the goals they set for themselves, the more they
accomplish academically, and the more skills they acquire.
Timm, Chiang, and Finn (1998) as cited in McBrien (2005, p. 353) describes
different styles of motivation for academic achievement that determines by the degree of
acculturation students had attained, which was directly related to how long they had been
in the US.
Finding #7 — Student participants who achieved a high level of social
integration, positive institutional experiences, and high school academic preparation
achieved a high level of academic success. Currently enrolled Somali student study
participants by a ratio of 18:0 (100%) achieved academic success by having high levels
of social integration, positive institutional experiences, and high levels of high school
preparation; whereas, just one out of every three formerly enrolled students (33%) had
similar experiences that led to academic success as measured by GPAs. This finding is in
line with Tinto’s theories of student integration (1975), and retention (1993), and the idea
of a connection between academic preparation and academic success asserted by
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Manning and Bostonian (2006) as well as Sandiford and Jackson (2003). Many formerly
enrolled students have minimal academic and language preparation for college level
work. Some were able to use social skills and connections to overcome those
shortcomings, but most could not or did not. Female dropouts had a slight advantage
over their male dropout counterparts. The variety of responses among the dropouts,
however, could mean that the cautions asserted by Alitolppa-Niiamo (2004) about the
complexity of the factors may have been important.
Finding #8 — Generally, the longer the Somali student study participants
had been in the US, the more they were acculturated, the more “field independent”
they were, that is capable of working independently, intrinsically motivated, and self
directed and seeking recognition for their accomplishments, and seeking higher
academic performance. By contrast, Somalis who had only been in the US a short
time did better if they were more “field dependent”, requiring greater amounts of
group work, outside encouragement, and sensitivity towards others. This finding
was more difficult to measure than others as there are thought to be many factors and
many individual differences involved in the determination of “field independence.” The
researcher considered the elements of field independence described by Timm, Chiang,
and Finn (1998) as the propensity to work independently, be self-directed, and search for
personal recognition. What the researcher found was that just one-out-of-three study
participants (33%) expressed attitudes that were judged field independent when both
currently enrolled and formerly enrolled dropouts were included. Relatively speaking,
twice as many enrolled students, – eight out of 18 (44%) were found to be field
independent as compared with four out of 18 (22%) of student dropouts. Field
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dependence or preference for group work, the need for outside encouragement, and
sensitivity towards others as well as context, were the more prevalent findings overall,
and most prevalent among male and female dropouts , seven out of nine (78%), and
seven out of nine (78%) of currently enrolled women. By contrast, independence was
found to be greatest among six out of nine (67%) of currently enrolled men.
Summary
Two hundred thirty four (234) currently enrolled Somali students at MCTC were
given a survey designed to screen and purposefully select 18 students to participate in the
study; twelve were to be in focus groups and six in individual interviews. Eighteen (18)
formerly enrolled students were also selected through friendship networks to participate;
twelve were to be in focus groups and six in individual interviews. Thus, there were 24
students interviewed in focus groups; twelve were currently enrolled and 12 were
formerly enrolled (dropouts). In addition, 12 students were to be individually
interviewed – six were currently enrolled and six were formerly enrolled (dropouts). Of
the 36 participants, there were an equal number of males (18) and females (18).
Descriptive analyses of the research illustrates the diversity of the 18 currently
enrolled Somali students and the 18 formerly enrolled Somali students in terms of Somali
cultural connection, demographic characteristics, pathway to MCTC, preparation for
academic involvement, institutional and family support, future expectations, and
academic success.
Focus group interviews, whether with the males or females, did not appear to
produce any obvious differences in responses as compared with responses received in the
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individual interviews. Cultural norms or interviewer procedures may have played a role
in producing these results.
Focus group and interview results merged showed dramatic differences between
currently enrolled students and formerly enrolled students in terms of many factors
perceived as relevant to academic success, as follows:
1) Staying in school was the most obvious academic success factor difference
between currently enrolled and formerly enrolled students, and is the reason
the researcher selected half of the study participants from each group.
2) Fulfilling financial obligations to support families and friends still in
Somalia was the primary reason given for dropping out by formerly enrolled
students. This response corresponded more strongly with having a refugee
background versus an émigré, voluntary immigrant or US-born background.
3) Sustaining an educational presence in college, no matter how minimal the
presence or how long it took to finish, was the most obvious academic
success factor difference between currently enrolled students and formerly
enrolled students.
4) Earlier entry into the US educational system in kindergarten or primary
school was part of the backgrounds of many more currently enrolled
students than formerly enrolled students.
5) More time spent in the US educational system before entry into college was
part of the backgrounds of many more currently enrolled students than
formerly enrolled students.
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6) Having more family and peer group support was a major academic success
factor difference between currently enrolled and formerly enrolled students.
7) A greater socialization, and additive acculturation pattern of choices such as
having a greater command of English language skills was associated more
strongly with currently enrolled students than formerly enrolled students
who followed a more accommodative or subtractive acculturation pattern.
8) Mastering English language skills earlier and, conversely, experiencing
fewer language difficulties was a part of the backgrounds of many more
currently enrolled students than formerly enrolled students.
9) Setting and reaching for higher personal career goals that led to stronger
educational commitments as well as more intensive and sustained
educational efforts was a part of the activity choices of many more currently
enrolled students than formerly enrolled students.
10) Experiencing higher social integration, positive educational institution
experiences, and being active in more high school preparation efforts was
part of the behavioral choices of many more currently enrolled students than
formerly enrolled students.
11) More time spent in the US led to more acculturation and “field
independence” by currently enrolled students than formerly enrolled
students a position that led to working more independently, being more
intrinsically motivated, being more self directed, seeking more recognition
for their accomplishments, and seeking higher academic performance.
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These results show more clearly in the interviews than they did in the survey
questionnaire instrument. Combining the results of the survey questionnaire with the
focus group or individual interviews produced a deeper, more complex and complete
picture of each of the 36 case study individuals than that produced by each format alone.
The researcher provided a narrative cross-analysis of three major themes that may
be instrumental in determining Somali academic success at MCTC: 1) identity and sense
of place; 2) language use; and 3) motivation. These findings are then related to the
literature of antecedent backgrounds, expectations for success, and institutional and
personal support.
Table 2 illustrates and summarizes 11 academic success factors that emerge from
the study. Two very different tracks are represented. Enrolled students were by their
very words successful, primarily, because they were deeply committed to staying
enrolled no matter what. Formerly enrolled students in the study thought about and
prioritize their lives very differently.
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Table 17 Two Tracks of Academic Success
Academic Success Factors Enrolled Students Drop Out Students 1) Antecedents – identity and sense of place 2) Antecedents – future motivation 3) Socialization 4) Acculturation – especially language use skills 5) Goal setting 6) Entry into the US educational system 7) Preparation and performance in high school 8) Family and peer support for education 9) Sustainability of college enrollment 10) Social interaction, connection in college 11) Educational institution experiences
Voluntary émigré, infant refugee, or born in the US, connected to US Open to new culture weak, can return home any time, Strong Additive, indicated by English language use mastery High, long-term, challenging Early kindergarten or primary school Good preparation and performance High, deep, close, and persistent Sustaining indefinitely as long as it takes High, strong, deeply connected involvement Positive and strong, high above average GPAs
Involuntary refuge, or Exile, connected to homeland deep longing to return home, clinging to culture and past memories Weak, resistant Accommodative or subtractive, indicated by English language use difficulties Low, short term, or non-existent Late secondary school following schooling in Somalia Modest to below average performance Weak, non-existent Interrupted, discontinued by financial obligation to Somali relatives and friends, substantial funds continuously sent Low, weak, disconnected Weak, negative, or non-existent, below average GPAs
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The study employs mixed quantitative and qualitative research methodology to
gather observations on the educational and social backgrounds of currently enrolled and
formerly enrolled Somali students at MCTC in Minneapolis and St. Paul, Minnesota. In
this chapter the researcher presents an analysis of eight findings grouped under three
themes that were introduced and discussed in depth: 1. Identity and sense of place, 2.
Language, and 3. Motivation.
In the final chapter, conclusions from the findings are presented,
recommendations based on the eight findings are offered, recommendations for further
research are put forth, and limitations of the study are discussed.
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Chapter V
Conclusions and Recommendations for Practice and Future Research
The aim of this study is to explore factors affecting the academic success of
Somali students in a two-year community college in the Minneapolis/St. Paul, Minnesota
metropolitan area. The study documents antecedent cultural foundations; socialization,
assimilation, and acculturation processes as immigrant refugees; educational preparation
and literacy elements in two very different circumstantial contexts; financial and
psychological support factors; and intrinsic motivation drivers of two samples of Somali
students: one group of 18 who are currently attending the community college, and a
second group of 18 students who had dropped out.
The researcher uses a mixed quantitative and qualitative, but mostly qualitative,
case study research design approach. The current student sample was purposely selected
from a population of 234 community college students at Minneapolis Community &
Technical College (MCTC) who completed a survey instrument created by the researcher
to collect basic demographic information. The formerly enrolled student sample was
selected on an ad hoc basis from contact lists of the researcher’s acquaintances and
guidance counselors at MCTC. All 36 participants were interviewed either in focus
groups or individually using a semi-structured interview process. The researcher posed
questions about experiences in their home country as well as their educational and
college experiences after they immigrated to the United States and enrolled in the
community college. Interviews were conducted at MCTC and in private vehicles at
Minneapolis-St. Paul International Airport.
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Three major themes related to academic success factors have emerged from this
study:
1. Identity and sense of place,
2. Language use, and
3. Motivation.
The emergent themes were analyzed based on the extant research conducted about
Somali cultural identity (Al-Huraibi, 2009; Bigelow, 2010; Langellier, 2010; Roxas,
2008; and Leitner, 2008). The socialization, acculturation were supported by the research
of Gibson, 1998; Waters, 1994; Portes & Zhou, 1994; and Portes & Rumbaut’s, 1994.
Kim (1995) provides research backup for family and peer support processes and social
integration as did many others (Taylor & Krohn, 2005; McBrien, 2005; and Darboe,
group membership and spiritual. Clearly some forms of support were more critical than
others in achieving academic success. Financial support is an obvious candidate, but
there were other important factors as well, such as sharing success values, and needed
language skills.
Most of the successful participants had some kind of family support, although a
few had much less than others. Being an immigrant refugee, cut off from extended
family, friends, and peers in their homeland, was difficult for many. A number of the
study participants had immigrated to the US by themselves. They had relied upon their
own resourcefulness to make friends and establish peer relationships. Although most of
the study participants succeeded at making some connections that provided family
support, a number of them did not, or did not admit to having it and achieved academic
success anyway. For some, this forced independence motivated them to become
successful at being independent. For others, independence probably led to psychological
struggles and discouragement. There was more evidence of this latter response among
the formerly enrolled dropouts, who clearly had disconnected from the educational
success pathway that some of their peers were following.
Language Use
Language, ahead of cultural connections and motivation, is one of the strongest
thematic elements of this study. Language is such a powerful avenue to academic skill
because it is simultaneously a critical communication skill; a window to understanding a
culture, and if you are a refugee immigrant, rapid acculturation; and a superhighway to
personal and professional opportunity. Learning the English language was very difficult
for some Somali student participants, and not so much for others. For those who were
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successful at learning English in Somali schools, arriving in the US when they were very
young, participating in an early education program in the US, mastering it quickly
because learning languages came easily whenever they arrived, or were forced to learn it
by being put into full immersion circumstances, academic success was practically
assured.
Conversely, study participants who had recently arrived in the US without any
exposure to English until they landed, who were in their mid-teens or older and
consequently had had fewer years to learn the language, who struggled with learning
languages, who had weak family or peer support, and who lived among other immigrants
who also didn’t speak English, were not able to attain academic success regardless of
how intelligent they may have been.
Undetected in this study was the Somali cultural reputation for strong
appreciation of the language arts. Historically, Somalis have a strong reputation for
appreciation of language and poetry. The country is in a very strategic spot that
intersected with highly travelled, ancient land and sea trading routes in which there was
significant exposure to a large amount of cultural exchange and integration. In such a
place, languages, storytelling, singing, writing and poetry thrived and grew rich with the
participation and exchange of many diverse cultural offerings over the millennia.
For many of these reasons, Somali student success at acquiring and mastering
English is probably one of the strongest, most unambiguous predictors of Somali
academic success. Language in all of its forms and arts speaking, reading, writing,
poetry, story telling, song, and prose took a long time to learn, master, and appreciate for
most. Mastering academic success, where most all forms of English communication take
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place, is probably among the most highly dependent enterprises that rest upon English
language mastery. Therefore, it is easy to understand why academic success results
directly from its practice.
Goals and Commitments
Motivation was another major thematic component of this study. Those student
study participants who were the most academically successful had expressed extremely
strong motivation for achieving academic success through clear, precise goals and
commitment to the researcher. Equally, those who were the least academically successful
expressed the most uncertain, wavering, imprecise goals and commitment to the
researcher. Those who were not as successful had moderate, hidden, or the least overt
expression of goals and commitment. While not as powerful a predictor of academic
success as language mastery, having clear goals and commitment may be a close second.
Von Culin, Tsukayama and Duckworth (2014) indicate that “With respect to grit,
this model of personality predicts that individual differences in the tendency to pursue
long term goals with passion and perseverance derive in part from individual differences
in motivation” (p. 307).
Social Integration
Social integration was another important thematic motivational element of
academic success in this study. Social integration was defined as including the strength
of connections between the student and the academic institution, and all of the values,
recommendations, and requirements the institution espoused. Thus, student academic
preparation is an important component, as well as student test participation, academic
requirements fulfillment, and connections to academic advisory staff and teachers. The
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best-prepared and most socially integrated students in the study were frequently the most
academically successful.
Although Somalis traditionally achieved most of their societal success as
independent rural farmers, they also had significant experience governing themselves
through tightly knit clan structures. Perhaps social integration may be a format that
Somalis feel comfortable with even in a foreign land.
Strength of Independence and Dependence
Motivation to succeed academically revealed itself in different ways in this study.
For some, strong connections with family and peers what may be called dependence
worked well; while for others, dependence upon self what may be called independence
also worked well. American culture and many others possess both models of success in
academia and other fields. Generally, Somali student participants who had been in the
US at least a decade or two demonstrated much stronger independence and independent
academic success than those Somalis who had only been in the US a few years, although
this wasn’t always the case. Some Somalis who achieved success in dependent situations
did so because they didn’t have to be concerned with earning a living, pioneering where
they couldn’t speak English, or exerting a strong effort to develop friendships. Some
Somali student dropouts, who did not acculturate into the American system and remained
disconnected, neither became academically successful nor independent and academically
successful. Those who were academically successful only a few short years after arrival
in the US usually accomplished this through strongly wrapping themselves up in
dependencies upon family and friends.
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Pathways to Academic Success
The findings of this study, indicate that there may very well be a pathway to the
academic success of Somali students enrolled at MCTC. That pathway may be indicated
by congruence with the three emergent study patterns: 1) a future oriented identity and
sense of place, 2) a proficiency of English language skills, and 3) goal-oriented
motivation.
A Future-Oriented Identity and Sense of Place
The pathway to academic success, however it is defined, begins early in the lives
of Somali students, reaching back to Somalia antecedents in the lives of these student
and/or their parents or both. If individuals involuntarily leave Somalia, they may be put
on a path of mourning for what they lost a deep attachment that may have incapacitated
them in achieving academic success. Although this may not be the case for all Somali
refugees and exiles, it appeared to be what happened with this study population of
formerly enrolled MCTC students. On the other hand, if immigration to the US occurred
early enough in life, before culture had a chance to set the course of their lives, or if they
were fortunate enough to be born in the US, these students could more easily have
assembled the skills, attitudes, and culture of their adopted country. By the time they
reached college age, they would have succeeded academically as well as or better than
any other native-born American citizen.
The elements that differentiate students who have a better chance of achieving
academic success from others is a future-oriented identity with American culture and a
sense of place that includes the US, which is important for cultural identity. The degree
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to which students socialize, and acculturate additively is a strong indicator that this
future-oriented identity has formed and that a sense of place has developed.
Proficiency of English Language Skills
Perhaps the strongest indicator that socialization and additive acculturation have
taken hold may very well be proficiency of English language skills. Proficiency of these
skills unlocks and makes accessible so much of the American culture, which is necessary
to enable academic success. The earlier this proficiency begins, the better the chance of
enabling other learning to progress.
Strong Goal-Oriented Motivation
Academic success was defined very modestly by most of the study participants as
remaining enrolled in MCTC as long as possible, no matter how minimal that enrollment
may be. Nevertheless, those students who achieved the highest levels of success had
higher, longer-term, and more challenging goals than their peers. In addition, they had
strong support from family, peers and MCTC in reaching their goals. This kind of
motivation may have been the cause of their persistence and tenacity in remaining in
college despite setbacks and hardships.
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Table 18 Pathway to Academic Success
Pathway to Academic Success
Future-Oriented
Identity and Sense of Place
Assimilation Socialization
Additive acculturation �
Proficiency of English Language Skills
Early learning Cumulative learning
Mastery of foundational subjects High school success as good college preparation
College entry �
Strong Goal-Oriented Motivation
Family and peer support Strong, deeply connected, social interaction
Field independence Positive educational institution experience
� Academic Success
Continuing education High GPA
Graduate degrees Peer and community respect and acceptance
Employment opportunities Mental challenge
Financial commitment (self or family in Somalia)
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Academic Success
Whether academic success is defined modestly as continuing education as many
of the study participants viewed it who had only achieve modest success, or whether it is
viewed as a more ambitious concept as few of the study participants described it, it is
widely thought to possibly include high GPAs, graduate degrees, peer respect and
acceptance, employment opportunities, mental challenge, and financial security.
Recommendations
Although this was primarily a qualitative research study, the unanimity, strength,
and consistency of participant responses points to at least two significant categories of
study implications: 1) recommendations for educational practice; and 2)
recommendations for societal support.
Recommendations for Educational Practice
There are limited preparation options for Somalis in Somalia before immigration
to the US. Political instability continues to reign in Somalia and with it social and
economic instability. Somalia remains one of the poorest countries in the world with a
disorganized education system. Somali refugees also have an uncertain future.
Once Somalis arrive in the US as refugee immigrants and find their way to large,
stable settlements of other Somalis, such as the Twin Cities of Minneapolis and St. Paul,
their educational opportunities expand and their pathway to academic success becomes
more certain. This pathway requires careful planning and guidance, however, because
the outcome very much depends upon students’ actions and a host of other contextual
factors.
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Given the reality of the Somali refugee and immigrant experience, Somalis would
be wise to connect with academic counseling services as early as possible upon arrival in
the US. Advice would differ for each person, but the sooner it is received, the sooner
would be the opportunity to take advantage of it. In addition, taking action sooner rather
than later would enable the Somali person to have as much time on their side as possible,
for timing is an important issue as this study has shown. For example, if a Somali student
is able to enroll in a preschool or an elementary school, learning English and
acculturating into the American culture would be easier for the student to deal with. By
the time, the student is of college age, opportunities would abound.
Even if the student is older and perhaps even a teenager, there would be ample
time to learn the language and many of the cultural ways of the community and the
nation, if the right strategies are taken with the academic guidance counselor’s advice.
And if the student is an adult, the advisor would be able to give as much advice as
possible revealed by this study and others to make the process as efficient the least time
consuming and the least costly as current knowledge permits.
Promote Academic Success Training Through Somali Student Organizations
Informal gathering places and events may provide a highly effective place for
dispensing academic success training for Somalis. Such opportunities are plentiful at
MCTC given the relatively large Somali student population. These opportunities also
exist in the wider community at communal gathering places such as mosque-sponsored
social events, and people’s homes where they may be more effectively provided for
students of younger ages as well as parents because this study made it very apparent that
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the younger the student receives advice the more time the student the student will have to
implement it.
Success training should cover recommendations for fulfilling college preparatory
requirements. Many Somali students have had a difficult time with college due to
inadequate coursework, language barriers, and ineffective study strategies. They may
also have had a difficult time finding peers who can help them navigate their way through
the challenges.
New Language Teaching Modalities
Formal ESL classes are required for many Somali students who have been
accepted into MCTC. Some student study participants described these as excessive,
while many others obviously did not have enough or effective enough participation in
ESL classes. There were sufficient complaints about ESL classes to recommend that
there may be a need for new language teaching modalities such as full immersion
learning or other techniques.
Goal Setting, Professional Commitment, and Career Modeling Classes
The interviews revealed that there might be a connection between educational
goal setting, professional commitment, career modeling, and academic success. If further
studies along these lines confirm these results, introducing and training Somali students
in these practices may yield desired academic success outcomes. The students that
excelled at the intricacies of these practices might be persuaded or recruited to conduct
these classes or provide peer-to-peer tutoring.
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Somali Speaking Academic Advisors
There were many who praised the efforts of some of the academic advisors, but
there were also many who suggested that advisors who spoke the Somali language be
employed to provide more and better academic advice to Somali students. This seemed
to be a reasonable request given the number of student who mentioned that they never
have connected with academic advisors even though they are aware that they exist, as
well as the number of students who are not doing as well as they might and need
assistance. Academic advisors who speak the Somali language and are sensitive to the
cultural backgrounds of these immigrant refugees may recognize patterns or early
warning danger signals of potential academic failure that others may not be sensitive
enough to notice and be more proactive about suggesting interventions or solutions.
They may also be able to pair up peers who are having similar issues and can help each
other.
Recommendations for Future Research
The purpose of this mixed method research study was to acquire and examine 36
participants’ responses to research questions about contextual and other factors that may
have influenced their academic success. The study revealed many tantalizing factors that
may end with additional future research proven to change the way Somalis are educated
in community colleges. A few of the many potential studies that may be conducted are
included in the recommendations listed below
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English Language Training May be More Effective Much Earlier in the Refugee
Immigrant Experience
The earlier that Somalis made the English language part of their life the more
academic success they seemed to achieve in America. Somali refugee immigrants who
learned English in refugee camps in Kenya and other places, for example, seemed to have
an easier time of achieving American acculturation and academic success much more
quickly and effectively than others who were only exposed to the Somali and Arabic
languages. They became more strongly committed to achieving educational goals, set
more ambitious academic targets, progressed faster, achieved higher grades, integrated
better socially, and appeared to have more perseverance and persistence than others.
Since so much success may depend upon how American acculturation occurs, research
may prove fruitful in confirming this finding and pointing towards useful and valuable
future practices.
Loyalty Towards the Somali Culture May Confound Academic Success
For some, loyalty to the Somali culture may be a zero sum game, meaning that
holding onto Somali/Muslim culture means excluding American and other cultures. The
behavior of many formerly enrolled MCTC students may have uncovered this or some
other phenomenon. For example, it may be the case that those who repeat what these
students have gone through do so because they feel a duty to their culture that overrides
all other personal concerns, including their own educational achievements. However,
there may be some other reason that was not discovered in this research that may explain
the choices that were made. It would be valuable to confirm the findings in this research
as well as to uncover what other reasons, if any, that may be confounding this group of
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Somalis who appear to hold on so tightly to their culture that it confounds their own
stated education goals and appears to have them so conflicted.
Peer Tutoring May be an Effective Language Learning Method
Language learning is suspected of being one of the strongest factors in achieving
academic success. How to maximize language learning, therefore, may be a question
worth investing more research efforts on. Peer tutoring may be one method worthy of
further investigation as a unique method that has been found to be an effective language-
learning strategy among other populations (Gaustad, 1993).
Students May Learn Better in Informal Settings
Yet, another fresh insight may be to reexamine our ideas about learning languages
in formal versus informal settings for Somali immigrant refugees. Rather than
conventional classroom settings where costs and stakes are high, comparative research
might be conducted on the effectiveness of bringing language learning into Somali clubs,
mosques, and social settings where Somalis can socialize and practice their English
learning for a much lower cost. Are Somalis more likely to learn language in these
settings because it is critical to their social wellbeing and survival in the United States?
Are Somalis more likely to learn language in these settings because there is more
opportunity for social integration with their own community as well as those of American
friends and peers? Are informal settings more likely to engender greater motivation to
succeed through goal formation and development of strong personal commitment to self-
development? Research to explore these kinds of questions may yield productive results
not necessarily to replace existing venues and modalities, but to supplement them.
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The Secret of Having Patience and Persistence in Sustaining an Educational Pursuit
May Lie in Setting Modest Goals
Many Somali students showed remarkable patience and persistence in sustaining
their educational pursuits, expressing that their definition of academic success would be
met even if they completed just one course per semester or one course a year. Are
Somalis in possession of a different way of looking at goals and their achievement? Do
they focus more on the achievement of goals they want to reach rather than the setting of
the goals themselves? Further research to clarify this distinction may unlock a distinctive
cultural character trait that has so far gone unnoticed and unappreciated.
Limitations
The research provides valuable information that could be discovered exploring the
histories of Somali refugee immigrant students further. More questions could have been
added to the structured interview format that would better address the research question
about the English language learned in Somali schools, refugee schools, and other schools
typically found in the Somali refugee experience. Much more detail might have been
investigated, for example, the weekly school activity schedules may have revealed more
of the actual content, and learning methods employed may have proved insightful. More
substantial qualitative and later quantitative studies with larger sample sizes and longer
durations in other urban and non-urban geographic regions with varying degrees of
academic success are clearly warranted. Other subjects from different colleges could
have been selected. Alternatively, participants who had particular kinds of refugee
experiences might have been selected to isolate the influence of one type of cultural
influence or another.
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Limitations of the Interview Procedure
The interview procedures could have gone a lot further. For example, second
follow-up interviews could have been conducted with some or all of the participants to
ask additional questions, or to clarify some of the original statements; the interviews
could have taken place over a longer timeframe; and the interviews could have taken
place in different locations that may have inspired different responses, for example
immediately after a social gathering at a mosque.
Too many case histories, the semi-structured format, and time limitations
compromised the depth of interviews. The focus group procedure did not seem suitable
as a format. Many Somalis seemed very tight-lipped, shy, and unable to reveal the full
extent of their experiences.
Although the researcher had hoped the focus groups would be more interactive,
including some group discussion, this did not happen. Most participants agreed with
points made by others and only elaborated briefly for clarification. The atmosphere was
informal and friendly. All of the current students expressed contentment about being at
MCTC. They were happy to see a Somali graduate student conducting a PhD study and
wanted to see more Somali students in higher education. They also said the researcher’s
presence at MCTC will inspire them and encourage them to pursue graduate school. One
student said she had never met a Somali PhD student and was proud to see the researcher
who is a PhD candidate and the University of Minnesota at MCTC conducting this
research.
This study explored the factors affecting the academic success of Somali students
in a two-year community college in the Minnesota/St. Paul metropolitan area. Three
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major themes were found to guide success: cultural identity and sense of place, language
and other acculturation indicators, and motivation. Eight major findings fell under these
three themes and addressed the study research question underlining success factors.
Under the cultural identity and sense of place theme, some Somali refugee immigrants
were found to prioritize religious, spiritual, and cultural values over fulfilling their
personal educational goals by postponing and cancelling their educations to provide
financial support to Somali family, extended family, peers, and even neighbors in
Somalia.
In addition, many Somali students were found to have patience and persistence in
sustaining their college educational pursuits by pursuing modest goals. Family and peer
group support were found to be an important success factor for some, but not all Somali
students. Finally, under the first theme, Somali students who practiced additive
acculturation were found to have achieved more academic success than those who
practiced accommodative or subtractive acculturation. Under the second major theme of
language, it was found that Somali students who mastered English the most effectively
achieved greater academic success.
Under the third theme which related to motivation, Somali students who achieved
the highest academic success were found to have set the highest goals and made the
strongest commitment, exerting the most intensive and sustained efforts. In addition,
students who achieved the highest level of social integration, positive institutional
experiences, and high school academic preparation achieved a high level of academic
success. And, finally, the more “field independent” students were, the more capable they
were of working independently, being intrinsically motivated, and self-directed in
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seeking recognition for their accomplishments, the higher were their academic
performance.
Finally, this study demonstrates the strengths of a population that is somewhat
misunderstood due to their large numbers, tragic personal histories, and cultural isolation
related to their challenges with a new language and culture diametrically different from
American culture. Despite these challenges, their patience, persistence, and adaptability
have propelled them to embrace a new culture and a commitment to pursuing academic
success in the United States.
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References
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Appendix A
IRB- Exempt study notification
Study Number: 1111E06705
Principal Investigator: Mustafa Ibrahim
Title(s): Factors influencing the academic success of Somali refugee students in a two-
year community college
The study has been assigned the above referenced study number which should be used in
all communication with this office.
You may follow the progress of the review of your study in the Track Documents section
at Research Central http://eresearch.umn.edu/
The IRB reminds you that research with human subjects should not be initiated until you
have received notification of the IRB's action on your proposal and final approval is
granted for the study.
Once your study has been approved, we will be happy to send confirmation of its
approval to your funding agency. If you would like us to do so, please send us the name
and address of your contact person at the agency.
Advisors shoulder the responsibility for students engaged in independent research. As
Advisors are copied on all correspondence, the IRB understands they have reviewed the
proposal, and accept the roles and responsibilities required to oversee the conduct of this
research, prevent harms to subjects and foster benefits to the subjects.
If you have any questions, please call the IRB office at 612-626-5654.
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Appendix B
CONSENT FORM
Asalamu Calaykum, My name is Mustafa Ibrahim. I’m originally from Somalia and I’m
currently enrolled in the Ph.D. program in the Department of Organizational Leadership, Policy,
and Development (OLPD) at the University of Minnesota- Twin-Cities. I’m personally inviting
you to participate in a research project to determine the factors affecting the academic success of
Somali students at Minnesota Community and Technical College (MCTC). I will be conducting
the project under the supervision of my dissertation advisors: Dr. Deanne Magnusson and Dr.
Gerald Fry.
In this project, in addition to asking you about your personal history and I will be
asking for your personal thoughts and opinions on a number of academic success factors
that may benefit you and other MCTC students. Although I want to emphasize that your
participation in this project is completely voluntary and safe, and the information you
furnish will not in any way be connected to you personally, your responses will be vital
to making this project a success. In fact, it will be impossible to proceed without you.
There are three phases to this project. In the first phase, you will be asked to
complete a brief demographic questionnaire. For many of you, this will be the only
phase in which you will be asked to participate. After you complete the questionnaire
and turn it in, I will compile and analyze the responses. When I’m completed, I will ask a
small number of you to return for two interviews. The first interview will be held with
me as a part of a small focus group of your peers. The second interview will also be held
with me as a one-on-one follow-up.
There are no risks to your participation. Your responses will be held in strict and
total confidence. If you decide to participate, you are free to refuse to answer any
162
questions in the questionnaire or during the interviews. You are also free to withdraw at
any time. There will be no penalty for refusing to answer any questions or for
withdrawal. No one will be given any information about your personal participation.
You will be identified in the research write up report with a fictitious name or
pseudonym. Any recorded materials will be deleted at the completion of the study.
Findings from this project will be shared primarily with my dissertation
committee members in my written dissertation. The results may also be used for a
scholarly report, a journal article, and conference presentations. In any publication or
public presentation, pseudonyms will be substituted for any identifying information and
no personal individual information identifications will be shown.
Thank you in advance for your willingness to consider participating in this study. This study will help your fellow Somalis to become academically successful Sincerely, Researcher: Mustafa Ibrahim CIDE Ph. D Candidate University of Minnesota. [email protected]
I have read and understand the above information and voluntarily agree to participate in the research project described above. I have been offered a copy of this consent form.